“I don’t think we’re in Kansas anymore…?”
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Transcript of “I don’t think we’re in Kansas anymore…?”
“I don’t think we’re in Kansas
anymore…?”
Developing “Good character”
A Values Based curriculum model
Chris McLean, Adult Field Lead Cathy Sullivan, Head of Practice
LearningUniversity of Southampton
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Context• Educational drivers
– NMC Standards:
“Compassionate” … “integrity” … “graduate”– NMC requirement for Good Character
• Practice drivers
– Care and compassion
(E.g. 2011 Health Service Ombudsman report)
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Theoretical Perspectives
• Values Based Practice
– Clinical and ethical challenges reflect different value perspectives of parties involved (Fulford, 2004)
– Nursing is a science of the ‘unique’ which is able to deal with this nursing situation, this hospital, that patient or this service user group. (Rolfe & Gardner 2005)
• Virtue Ethics
– Character– Virtues (intellectual virtues; courage; “caring
virtues”)
The Heart
The Heart The Brain
The Nerve
SelfDiscovery
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Values Based Enquiry
Guided by principles rather than process.
Example Semester 1 activities:
• “Why are you here?”
• “What are you most proud of achieving this term?”
• “Examining emotional responses to practice”
• “Role models and concepts of a Good Nurse”
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Embedding the model
• Shared ethos /philosophy
• Values Based Enquiry groups
• Assessments – “What makes a good nurse”
• Graded assessment of practice based upon values
• Managing student programmes
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The Yellow Brick Road Curriculum
• A personal journey which we can only guide.
• Individuals who are responsive to values of self and others
• Practice grounded in care and compassion
• Practitioners with ‘the heart’, ‘the nerve’ and ‘the brain’
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References• Fulford, K.W.M. (2004) Ten principles of Values
Based Medicine IN Radden, J. (2004) The Philosophy of Psychiatry: A Companion. Oxford University Press: New York pp206-234
• Rolfe, G., Gardner, L. (2005) Towards a nursing science of the unique: Evidence, reflexivity and the study of persons Journal of Research in Nursing 10: 297-310